Facilitator’s Guide: 5A Case Study of a Change-Focused Culture Sequence of Sessions Overarching Objectives of this November 2013 Network Team Institute Overall Learning Objectives of this November 2013 Network Team Institute New Participants Only: I can describe the structure and content of the 3-8 ELA Modules. Teacher Targets: I can describe the relationship between students’ speaking and listening practices and vocabulary development, reading and writing. I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules develop students’ knowledge along with speaking, listening, reading and writing skills. I can evaluate the Common Core Standards related to Speaking and Listening of students’ thinking and talk and provide feedback to help them improve. I can give and receive constructive feedback that supports quality module adaptation. I can describe collaborative, change-focused professional cultures. Leader/NTI Targets I can describe collaborative, change-focused professional cultures. I can provide focused feedback to support teachers in building collaborative classrooms. I can support the development of a collaborative, change-focused culture schoolwide, including ways to manage counterculture behavior. I can give and receive constructive feedback that supports quality module adaptation.
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Facilitator’s Guide: 5A Case Study of a Change-Focused Culture
Sequence of Sessions
Overarching Objectives of this November 2013 Network Team Institute
Overall Learning Objectives of this November 2013 Network Team Institute
New Participants Only: I can describe the structure and content of the 3-8 ELA Modules.
Teacher Targets: I can describe the relationship between students’ speaking and listening practices and vocabulary development,
reading and writing. I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules develop students’
knowledge along with speaking, listening, reading and writing skills. I can evaluate the Common Core Standards related to Speaking and Listening of students’ thinking and talk and
provide feedback to help them improve. I can give and receive constructive feedback that supports quality module adaptation. I can describe collaborative, change-focused professional cultures.
Leader/NTI Targets I can describe collaborative, change-focused professional cultures. I can provide focused feedback to support teachers in building collaborative classrooms. I can support the development of a collaborative, change-focused culture schoolwide, including ways to manage
counterculture behavior. I can give and receive constructive feedback that supports quality module adaptation.
High-Level Purpose of this Session In this session, participants will read and discuss a case study of a school whose culture and achievement was transformed through the use of
protocols and other collaborative structures.
Related Learning Experiences Session 6A will build on session 5A and offer more concrete tools for leaders to implement in their schools to support a positive school
culture.
Key Points Participants will support the development of a collaborative, change-focused culture school wide, including ways to manage the counter
culture.
Session Outcomes
What do we want participants to be able to do as a result of this session?
How will we know that they are able to do this?
I can support the development of a collaborative, change-focused culture schoolwide, including ways to manage counterculture behavior.
By observing participants in protocols and listening to the group discussions.
Session Overview – 75 min totalSection Time Overview Prepared Resources Facilitator Preparation
Review fac. Guide and PPT
School Culture and Instructional Leadership
Introduce components of "group process": communication, functional roles of group members, group problem solving and decision making, group norms, the use of leadership and authority (Cumings & Worley,2004)
Participants will read one of two articles about school culture and participate in a discussion protocol to enhance their understanding of the reading. Participants will be thinking about how school culture impacts leadership in curriculum and instruction.
Participants note how each component of group process occurs for their own context/school setting.
Final Word_Session 5A_NTI_112013
School Climate- Missing Link in Principal Training?
Why School Culture Matters
Group Processes
Review Final Word Protocol
A Case Study Analysis
Participants analyze a case study of a school using modules, and determine a course of action for a group intervention
The actual interventions are revealed and participants compare the approaches noting strengths and challenges of each
Case study of a change focused culture
Closing Reflection on learning target and closing
Session RoadmapSection: School Culture and Instructional Leadership Time: 47[47 minutes] In this section, you will introduce components of "group process": communication, functional roles of group members, group problem solving and decision making, group norms, the use of leadership and authority (Cumings & Worley,2004)
Materials used include: Final Word_Session 5A_NTI_112013 School Climate- Missing Link in Principal Training? Why School Culture Matters Group Processes
Time Slide #/ Pic of Slide Script/ Activity directions GROUP
3 min This is the first session of the 2nd day. Please return the norms that were established on day one and ask participants to reflect on how they did as an individual, and then as a group. Ask for a couple of volunteers to share the “evidence” from day of one of the norms at play.
Whole group. Table groups
1 min Learning Target: I can support the development of a collaborative, change-focused culture schoolwide, including ways to manage counterculture behavior.
Whole group
4 min Share slide about organization culture.Have them discuss with a partner the second bullet and what they think it means. They can replace the word “organization” with school if they like. In particular, being an instructional leader of a school/district.
After time to discuss make the point that a school’s culture has an impact on the “outcome” which is supposed to be student achievement. You may ask the group ‘what is a school’s intended outcome’ before they discuss.
Request volunteers to share from the audience how they related this second bullet to schools. Make the point that culture is everything. “Culture eats strategy for breakfast” is one of my (CF’s) favorite quotes. All outcomes will reflect the culture in which they were produced. If a culture does not believe in high quality work, it will not get high quality work form students. If a culture does not believe that everyone can learn, not everyone will learn. Etc.
Pair
28 min Participants will read one of two possible articles and annotate the text. While annotating be thinking about how school culture impacts the work of being an instructional leader. Participants will read and annotate for 8 minutes independently to prepare for the Final Word Protocol (20 minutes in groups of 4)
Solo, then groups of 4
3 min Participants read the very top portion of the group processes document and stop to list the different groups in their schools.
solo
1 min Show slide with the aspects of group process: communication, decision-making, group norms, group problem solving, use of leadership and authority, functional roles of group members. State that these are the components found to exist in group processes by behavior theorists and those who study this type of work. Explain that by attending to these, organizations are able to make significant changes to culture. Let them know they will reflecting on these aspects for their own context and will leave with ideas about what they may choose to do at their own schools should they find something useful here.
7 They then use the questions for each component of group process to reflect on their own school situation. There is a recording form for support. Request silence and uphold it best you can. If participants are sitting with others from same school let them know they will lots of time for discussion but it would be more interesting if they completed this on their own before sharing. Encourage them to think about specific instance and try to zero in one meeting they experienced to think of specific examples of behavior, rather than over generalizing in their thinking. This is why picking one “group” they are a part of is really helpful.
Section: A Case Study Analysis Time: 23
[23 minutes] In this section, you will guide participants as they analyze a case study of a school using modules, and determine a course of action for a group intervention
Materials used include:Case study of a change focused culture
Time Slide #/ Pic of Slide Script/ Activity directions GROUP
5 min Participants read Case Study of a Change Focused Culture. They may annotate it with connections if they feel something sounds familiar to an experience they have had or witnessed in their own context. They may take notes, really, as they please. They should read through “the findings” but stop before “the intervention”
solo
10 min Share quote about school leaders being change agents. Explain that if this feels like “change management” material, it is because that is exactly what school leaders are – change agents, or managers of change. So we want to build their knowledge and tools in this area.
Then show slides that describes the difference between an individual level and a group level interventions and briefly explain each.
Then have tables brainstorm interventions they might try with this school community. Make sure they go back to the handout about group processes and discuss the components of group process when they are brainstorming: communication, decision-making, group norms, group problem solving, use of leadership and authority, functional roles of group members.
triads
4 min Participants now read the intervention that used – and annotate it for strengths and weaknesses.
solo
4 min Participants discuss their thoughts about the case study intervention in their triads. What were the strengths? Where are the opportunities for improvement? What other interventions could be used?
triads
Section: Closing Time: 5 minutes [5 minutes] In this section, you will reflect on the
learning target for this session and journal.Materials used include:Journal
Time Slide #/ Pic of Slide Script/ Activity directions GROUP
3 min Quietly Journal about your progress on this Learning Target check in: “I can support the development of a collaborative, change-focused culture schoolwide, including ways to manage counterculture behavior.”Any new thoughts on how culture impacts your ability to be a leader of curriculum and instructional change?
2 min Closing
Turnkey Materials Provided
● Facilitator’s Guide and PPT● Final Word Protocol ● Professional articles read in this session
Additional Suggested Resources
commoncoresucces.elschools.org
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